Ictmt10 050711 v2s

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Effects of feedback conditions for

an online algebra tool

Christian Bokhove

Paul Drijvers

Fisme, Utrecht University

ICTMT10

5-8 July 2011

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Background

Christian Bokhove12 yr Teacher maths/ict secondary school

St. Michael College, Zaandam, Netherlands

Phd Dudocwww.dudocprogramma.nl

Supervisors Paul Drijvers & Jan van Maanen

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Problem statement

Transition secondary higher education

Lack of Algebraic expertise?

Conceptual understanding & Basic skills

„Math wars‟

Entry exams

Use of ICT

“Use to learn” vs. “Learn to use”

Position statement NCTM (2008): ICT can be a valuable asset

Potential of ICT for mathematics

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Theoretical framework

Algebraic expertise

Formative assessment

Black & Wiliam:

Formative: assessment for learning

Summative: assessment of learning

Feedback

Hattie & Timperley

Types

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Algebraic expertise

• Arcavi

• Kop & Drijvers

• Pierce & Stacey

• (Structure sense, e.g. Hoch & Dreyfus)

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Study design

Cyclical design

1. Pre-cycle: what tool with what characteristics?

2. Cycle 1: can it work?

3. Cycle 2: in what way can it work?

4. Cycle 3: does it work and why does it work?

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Design research

Cyclic design

1. Pre-cycle: what tool with what characteristics?

2. Cycle 1: can it work?

3. Cycle 2: in what way can it work?

4. Cycle 3: does it work and why does it work?

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Setup of third cycle

324 students from 9 schools (N=324) 6vwo wiskunde B

Intervention 6 clock hours in 6 parts

Data collection

Scores of paperpre-post tests

Scores and logs

Questionnaires

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Design principles

Design principles concerning feedback:

1. Crises

2. Formative scenarios(Timing and fading)

3. Elaborate feedback

In this presentation I will only touch on 1 & 2 and focus on the results for the third principle.

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Design principle: crises

John Keats

“Failure is, in a sense, the highway to success”

Crises of learning (Van Hiele)

Productive failure (Kapur)

Impasse (VanLehn)

Doll, Piaget, VanLehn, ….

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Design principle: formative scenarios

Hattie and Timperley

Timing and fading (Renkl et al)

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Design principle: elaborate feedback

Black and William (1998)

Assessment for learning

Several feedback types (Hattie and Timperley: FT, FP, FR, FS)

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“Algebra with Insight”Digital mathematical environment

http://www.fi.uu.nl/dwo/voho , developer: Peter Boon

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IDEAS

IDEAS: webservice by Jeuring et al.

General

characteristics

Diagnostic

messages

Rewrite

rules

Buggy

rules

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IDEAS – stepwise – condition c1

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IDEAS – buttons – condition c2

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Results for elaborate feedback

Significant difference between the feedback conditions when we look at the score for d1 (U=7680.00, p<0.001, r=-.321) with condition c2 scoring higher than condition c1.

When considering the number of attempts, this was significantly higher for feedback condition c1 (Mdn=126.00) (without extra buttons) than for feedback condition c2 (Mdn=105.00), U=9904.50, p<.001, r=.202.

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Cases

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Cases – stepwise feedback (CLIP)

Browser version

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Cases

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Cases

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Cases – hints and solve (CLIP)

Browser version

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Conclusion

Condition c2 with self-regulatory feedback scores better, less attempts.

Task-related and self-regulatory (FT and FR) feedback can be used in a formative way forthe learning of algebra. Students can use the feedback to overcome difficulties and check whether they are on the correct solution path or not.

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Future?

we

b

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Questions/discussion

Use of feedback. When, what, how?

Insight & skills. When is there understanding?

Qualitative & Quantitative research. Bridge?

Design research & Effectstudies. Cooperate?

Methodology: how „control‟ work at home?

Christian Bokhove

Twitter: http://twitter.com/cb1601ej

cbokhove@gmail.com

www.fi.uu.nl/~christianb

www.fi.uu.nl/dwo/en and www.fi.uu.nl/dwo/voho

Project: www.algebrametinzicht.nl